UROP Project
Development and validation of the test predicting spatial navigation performance
Alzheimer's Disease, spatial navigation, dementia, test validation
Research Mentor: Dorota Kossowska-Kuhn,
Department, College, Affiliation: Psychology, Arts and Sciences
Contact Email: kuhn@psy.fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: Psychology, Arts and Sciences
Contact Email: kuhn@psy.fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: open to all majors
Project Location: ZOOM
Research Assistant Transportation Required: No, the project is remote Remote or In-person: Fully Remote
Approximate Weekly Hours: 5-10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link: Wednesday, September 6th, 12:00 pm- 1:00 pm https://fsu.zoom.us/j/6673437216
Thursday, September 7th, 12:00 pm- 12:30 pm, 1:30-2 PM https://fsu.zoom.us/j/6673437216
Number of Research Assistants: 2
Relevant Majors: open to all majors
Project Location: ZOOM
Research Assistant Transportation Required: No, the project is remote Remote or In-person: Fully Remote
Approximate Weekly Hours: 5-10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link: Wednesday, September 6th, 12:00 pm- 1:00 pm https://fsu.zoom.us/j/6673437216
Thursday, September 7th, 12:00 pm- 12:30 pm, 1:30-2 PM https://fsu.zoom.us/j/6673437216
Project Description
In general, older adults perform worse on spatial abilities tests than younger adults in respect to both time and accuracy measures (Techentin et al., 2014). Some studies indicate that age-related changes in certain spatial abilities start in midlife (Williams et al., 2019; Yu et al., 2021). Spatial orientation seems relatively underestimated as a cognitive marker for Alzheimer disease, in comparison to the widely recognized episodic memory, even if the latter lacks sensitivity and specificity (Coughlan et al. 2018). Spatial navigation tests seem sensitive for preclinical Alzheimer’s disease (AD) (Coughlan et al. 2020), predict the risk of converting to dementia (Verghese, 2017), as well as the progression of the disease (Levine et al., 2020), and help to differentiate the diagnosis between behavioral variant of frontotemporal dementia and Alzheimer’s disease (Tu et al., 2017).The age-related change in spatial abilities concerns not only performance but also the preference of strategies used in spatial tasks. One example of this is the evidence that older adults prefer egocentric navigation (Rodgers et al., 2012; Wiener et al., 2013; Goeke et al., 2015). Egocentric navigation is based on self-centered representations as opposed to world-centered representations in allocentric navigation (Colombo et al., 2017). Deficits in allocentric spatial abilities in middle age are associated with an increased risk of AD (Ritchie et al., 2018), and are present in amnestic version of Mild Cognitive Impairment (MCI) (Hort et al., 2006).
Taking into consideration its potential value as a marker of AD risk, and the possible impact of wayfinding strategies on the impairments in AD (Davis, 2021), it might be particularly useful to validate an online, short procedure, easily portable to other languages that can show the performance in both egocentric and allocentric spatial abilities, in a comparable way.
Research Tasks: -literature review
- data collection
- data analysis
Skills that research assistant(s) may need: No specific skills are needed.
Mentoring Philosophy
My mentoring philosophy revolves around empowering undergraduate students to excel in their project work through a combination of ownership, accountability, shared experience, and interactive learning. I believe in fostering an environment that nurtures their growth and encourages independent thinking.I emphasize giving mentees ownership of their work by involving them in project decisions, from goal setting to execution. This not only bolsters their confidence but also instills a sense of responsibility for their outcomes. I promote accountability by setting clear expectations and milestones, enabling them to track their progress and take pride in their achievements.
Drawing from my own experience, I share stories of challenges and successes, illustrating the real-world applications of their efforts. This bridges the gap between theory and practice, enhancing their understanding and motivation. I also encourage open dialogue, where questions and ideas are welcomed, creating an interactive platform for collaborative learning.
I understand that each student is unique, with varying skills and aspirations. To accommodate this, I tailor my guidance, offering guidance that aligns with their interests and goals. I provide resources, recommend reading materials, and suggest relevant workshops, fostering holistic development.
In conclusion, my approach to mentoring undergraduates centers on nurturing their autonomy, cultivating responsibility, leveraging shared experiences, and fostering an interactive learning ecosystem. By doing so, I aim to not only support their immediate project objectives but also to equip them with lifelong skills for success.